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本文通过对高中英语教师的课堂话语问题的分析,结合笔者自身教学经验及三个年级段的其他三位英语教师的课堂话语的总结,探讨如何科学运用形成性评价调整英语教师的课堂话语策略。
Based on the analysis of the classroom discourse problems of high school English teachers and the conclusion of the author’s own teaching experience and the classroom discourse of the other three English teachers in the three grades, this paper explores how to adjust formatively the English classroom teachers’ discourse strategies.